Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
In this reflection I decided to focus on my middle school experience. More disruptions seem to take place in middle school compared to high school. I observed in a seventh grade life science classroom. The classroom is very small, and set up with four large tables in the center and a few other large tables on the outside edge of the classroom. The teachers desk is in the back of the classroom, but the teacher hardly ever spent time at her desk. The students are very close to each other at the tables, and this seemed difficult for them because the boys in particular seemed to have a difficult time keeping their hands to themselves. I observed four different periods. I noticed a lot of the boys seemed to have lack of body control. They were tapping each other with pencils, biting their nails and rifling through their three ring binders. Despite the commotion all of the students were still engaged in the lesson. The teacher used the elementary school trick with the lights with these seventh graders, and when she turned the lights off these students still responded to it. To be honest with you I have also seen this tactic used with high school seniors, and it always seems to work when the noise in the classroom is escalating. When particular students are repeatedly interrupting or disturbing the lesson, After the second warning the teacher will say if she needs to speak with that student one more time they will have to come for lunch detention. Since the student lunch is also the teacher lunch, I see how dedicated this teacher is to getting through to her students.
My CT let me do a part of the lesson with the entire class on my first day. As I discuss some of the other tactics that I saw, I will also discuss some of the tactics that I used. My CT does not stay in one spot when she is teaching a lesson. She expects all children to participate as she moves about the classroom. I also moved around the classroom as I reviewed the students insect worksheet and discussed the article. One particular student that I could see was disrupting I often stood by him and noticed this was successful. I also noticed that when I praised him for a thoughtful answer he was more focused on the lesson and less on the distraction. I also noticed that this age group really liked theatrics. As we were discussing that some insects taste with their feet, I pretended that my fingers were a fly as I buzzed around the classroom. I had my fly land on different student's heads and papers. I had every single eye on me as they were giggling. I would like to include more interactive examples like this that students will remember as I am teaching. I also noticed at this age group that students love to participate, and when you give them the opportunity to give relevant examples they are really engaged. I believe this may be why my CT has a lively classroom. Lively classrooms if managed correctly can employ many curious scientists.
My CT's classroom aligns well with my teaching philosophy. In my classroom I would like all students to participate. Relationship centered teaching values student's thought and opinions. Students are engaged when they feel safe to participate. Enthusiasm for the content is also something that student's respond to. I mentioned that insects are the most abundant for of animal life on earth. I said isn't that fascinating? Questions popped up like insects are animals? What does abundant mean? etc. Students really do respond to your enthusiasm. My CT has enthusiasm for science as well. She really wants the students to learn, and she spends a lot of time and effort creating extra resources for students on her website that students can access for anything from flashcards for studying to videos about the topic. I want to have a lively engaged class where students know participation is encouraged, and that any question is a good question. We must support our fellow scientists!
Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?In this reflection I decided to focus on my middle school experience. More disruptions seem to take place in middle school compared to high school. I observed in a seventh grade life science classroom. The classroom is very small, and set up with four large tables in the center and a few other large tables on the outside edge of the classroom. The teachers desk is in the back of the classroom, but the teacher hardly ever spent time at her desk. The students are very close to each other at the tables, and this seemed difficult for them because the boys in particular seemed to have a difficult time keeping their hands to themselves. I observed four different periods. I noticed a lot of the boys seemed to have lack of body control. They were tapping each other with pencils, biting their nails and rifling through their three ring binders. Despite the commotion all of the students were still engaged in the lesson. The teacher used the elementary school trick with the lights with these seventh graders, and when she turned the lights off these students still responded to it. To be honest with you I have also seen this tactic used with high school seniors, and it always seems to work when the noise in the classroom is escalating. When particular students are repeatedly interrupting or disturbing the lesson, After the second warning the teacher will say if she needs to speak with that student one more time they will have to come for lunch detention. Since the student lunch is also the teacher lunch, I see how dedicated this teacher is to getting through to her students.
My CT let me do a part of the lesson with the entire class on my first day. As I discuss some of the other tactics that I saw, I will also discuss some of the tactics that I used. My CT does not stay in one spot when she is teaching a lesson. She expects all children to participate as she moves about the classroom. I also moved around the classroom as I reviewed the students insect worksheet and discussed the article. One particular student that I could see was disrupting I often stood by him and noticed this was successful. I also noticed that when I praised him for a thoughtful answer he was more focused on the lesson and less on the distraction. I also noticed that this age group really liked theatrics. As we were discussing that some insects taste with their feet, I pretended that my fingers were a fly as I buzzed around the classroom. I had my fly land on different student's heads and papers. I had every single eye on me as they were giggling. I would like to include more interactive examples like this that students will remember as I am teaching. I also noticed at this age group that students love to participate, and when you give them the opportunity to give relevant examples they are really engaged. I believe this may be why my CT has a lively classroom. Lively classrooms if managed correctly can employ many curious scientists.
My CT's classroom aligns well with my teaching philosophy. In my classroom I would like all students to participate. Relationship centered teaching values student's thought and opinions. Students are engaged when they feel safe to participate. Enthusiasm for the content is also something that student's respond to. I mentioned that insects are the most abundant for of animal life on earth. I said isn't that fascinating? Questions popped up like insects are animals? What does abundant mean? etc. Students really do respond to your enthusiasm. My CT has enthusiasm for science as well. She really wants the students to learn, and she spends a lot of time and effort creating extra resources for students on her website that students can access for anything from flashcards for studying to videos about the topic. I want to have a lively engaged class where students know participation is encouraged, and that any question is a good question. We must support our fellow scientists!